This study examines the effect of group work scaffolding on participation. The procedural scaffolding of two cooperative learning techniques, Numbered Heads Together and Think-Pair-Share, are compared based on levels of participation, learning, and satisfaction they elicit. Aspects of participation that are examined include levels of group participation, more equality of participation among group members, and participation per turn taken by group members. In regards to participation, the results of this study appear to favour the technique with more procedural scaffolding in two of the three dependent variables, as Think-Pair-Share produced greater equality of participation and greater participation levels of group members per turn taken. No significant difference was found between the two techniques in regard to total participation. Furthermore, student perceptions favoured group work over instructional methods and Think-Pair-Share over Numbered Heads Together in terms of learning and satisfaction. This research shows that more developed and structured group tasks improve the overall learning experience of group work.